Piaget vs. Vygotsky vs. Bruner
Piaget
Vygotsky
Bruner
CONCLUSION
Bruner and Vygotsky
Theory
- They emphasize on the child’s environment (social environment)
- The both think that the other people should help the child through scaffolding.
- Bruner’s scaffolding is similar to Vygotsky’s ZPD.
“Bruner would likely agree with Vygotsky that language serves to mediate between environmental stimuli and the individual's response”(McLeod,2012) .
“The role of the teacher should not be to teach information by rote learning, but instead to facilitate the learning process”(McLeod,2012).
BRUNER AGREES WITH PIAGET:
Bruner's key ideas
- Children are curious
- Children’s cognitive structure develop over time
- Children are active participants in the learning process
BRUNER DISAGREES WITH PIAGET:
* The Spiral Curriculum
* Discovery/ inquiry based learning
* Three modes of representation:
- Enactive representation (action-based)
- Iconic representation (image-based)
- Symbolic representation (language-based)
- Development is a continuous process – not a series of stages
- The development of language is a cause not a consequence of cognitive development
- Involve adults
Criticisms
Educational Applications
Background of life
- Creation of cognitive overload.
- Potential misconceptions.
- Teachers may fail to detect problems and misconceptions.
- Motivate the students, engage them, and ask questions to discover.
- Students should be able to use their prior knowledge to learn new things.
- Scaffolding: help the students to sort the information
- Spiral Curriculum, build on previous knowledge.
- Recording of experiences through drawings, pictures, photographs, video, diagrams
Name: Jerome Bruner
Nationality: American
Born: 1915
Education: Duke University, Harvard University
Known for: Contributions to cognitive psychology and educational psychology coining the term "scaffolding"
Fields: Psychology
Job: Teaching at the University of Oxford in England and then an adjunct professor at NYU School of Law
Best book: A Study of Thinking
Background of life
Criticisms
Background of life
Criticisms
Name: Lev Vygotsky
Nationality: Russian from Orsha
Born: 1896
Job: Teaching literature
Fields: Psychology
Best book: Thought and language
Education: Moscow State University, Shaniavskii Moscow City People's University
Known for: Cultural-historical psychology, Zone of proximal development
Died: 1934 (aged 37)
- Ignores the role of the individual and in contrast emphasizes the social or collective.
- The theory was assumed to be applicable to all culture and abilities.
- The ZPD is very vague and does not contain an accurate picture of a child's learning style, current ability level, or motivational factors.
References
Name: Jean Piaget
Nationality: Switzerland
Born: 1896
Marriage: Married in 1921
Job: A professor of psychology and philosophy at university
Education: University of Zürich, Sorbonne, University of Neuchâtel, Neuchâtel Latin High School
Fields: Biologist, Psychologist, Scientist
Best book: The Psychology of Intelligence
Studies: Zoology and completed his doctorate in 1918
Died: 1980 (aged 84)
Three of the main principles of Vygotsky's work:
- He failed to consider the effect that the social setting and culture may have on cognitive development.
- Piaget conducted the observations a lone the data collected are based on his own subjective interpretation of events.
- Piaget failed to distinguish between competence and performance.
- Behaviorism would also refute Piaget's schema theory because is cannot be directly observed as it is an intimal process.
- He applied his studies on wealthy children in one society (Switzerland).
- More Knowledgeable Other (MKO): The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.
- Zone of Proximal Development (ZPD): This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
- Vygotsky believe that the language play critical roles in cognitive development (social speech, private speech, inner speech).
“In contrast to Piaget’s (1959) notion of private speech representing a developmental dead-end, Vygotsky (1934, 1987) viewed private speech as: “a revolution in development which is triggered when preverbal thought and preintellectual language come together to create fundamentally new forms of mental functioning”.
Theory
Classroom Applications
McLendon, K. (2011, April 26). Jean Piaget: Cognitive Development in the Classroom. Retrieved from Funderstanding: http://www.funderstanding.com/educators/jean-piaget-cognitive-development-in-the-classroom/
McLeod, S. (2012). Bruner. Retrieved from Simply Psychology: http://www.simplypsychology.org/bruner.html
McLeod, S. (2014). Lev Vygotsky. Retrieved from Simply Psychology: http://www.simplypsychology.org/vygotsky.html
McLeod, S. (2015). Jean Piaget. Retrieved from Simply Psychology: http://www.simplypsychology.org/piaget.html
Teaching Strategies. (2015). Retrieved from Online Learning Center: http://highered.mheducation.com/sites/0070905738/student_view0/chapter8/teaching_strategies.html
"Vygotsky's theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning"(McLeod,2014).
Theory
Applying Jean Piaget in the Classroom
There Are Three Basic Components To Piaget's Cognitive Theory:
- Schemas (building blocks of knowledge).
- Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation and accommodation).
- Stages of Development:
Vygotsky vs. Piaget
- Working together: “group members should have different levels of ability so more advanced peers can help less advanced members operate within their ZPD”.
- Social constructivism
- Monitor and encourage children’s use of private speech.
- Assist the child until he or she can complete all of the steps independently.
- Giving hints to make the child move to next level (ZPD)
- Observation: observe children while they were working to see their level.
- Using concrete and visual material in the class
- Don’t expect to see the students think of others point of view.
- Dealing with new information (Assimilation, Accommodation, Equilibration)
Stages of Cognitive Development:
- Sensori-motor (Birth-2 years): imitation, memory and thought begin to be utilized.
- Pre-operational (2-7 years): language development and recognizing symbolic form.
- Concrete operational (7-11 years): able to solve hands-on problems logically.
- Formal operational (11 years and up): able to solve abstract problems in a logical fashion.
- Vygotsky places more emphasis on culture affecting/shaping cognitive development
- Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticized for underestimating this).
- Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticized for lack of emphasis on this).
- According to Vygotsky adults are an important source of cognitive development
Piaget's Theory Differs From Others In Several Ways:
- It is concerned with children, rather than all learners.
- It focuses on development, rather than learning, so it does not address learning of information or specific behaviors.
- It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
THANK YOU!
Aysha M. AlBlooshi & Eman
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